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Scenes from the Department of Human Development and Family Studies

Phillip G. Clark

Academic Background:
ScD in Public Health from Harvard University in 1979
MSc in Public Health from Harvard University in 1976
AB in Biology (Magna cum Laude) from Harvard University in 1971

Other Credentials:
Post-Doctoral Fellow in Ethics and Public Policy, Wesleyan University, 1980-81
Visiting Professor, Universities of Toronto and Guelph, Ontario, Canada, 1988-89
Fulbright Scholar and Visiting Professor, Buskerud University College, Norway, 2007
Visiting Professor, Universities of Huddersfield and Bournemouth, England, 2013

Teaching Interests:
Gerontology, interprofessional teamwork in health and social care, health care policy, family and community health


Research Interests:
Health promotion with older adults, interprofessional education, ethical issues in geriatric care, comparative geriatric health care policy, narrative gerontology, aging and disability


Other Scholarly and/or Creative Work:
Grant-funded research, education, and outreach projects supported by the National Institutes of Health, Bureau of Health Professions, Administration on Aging, Social Sciences and Humanities Research Council of Canada, Robert Wood Johnson Foundation, and Rhode Island Foundation


Partnerships with Rhode Island Departments of Health, Elderly Affairs, and Mental Health, Retardation, and Hospitals in the development of health promotion programs, family support projects, intervention evaluation, and program and policy design


Professional Roles:
Director, URI Program in Gerontology
Director, Rhode Island Geriatric Education Center

Selected Publications (2000 to present):

Clark, P. G. (in press). Narrative in interprofessional education and practice: Implications for professional identity, communication, and teamwork. Journal of Interprofessional Care.


Clark, P. G. (2013). Towards a transtheoretical model of interprofessional education: Stages, processes, and forces supporting institutional change. Journal of Interprofessional Care, 27, 43-49.


Clark, P. G. (2013). Understanding aging and disability perspectives on home care: Uncovering facts and values in public policy narratives and discourse. In M. Cutchin, C. Kemp, & V. Marshall (Eds.), Researching social gerontology. Thousand Oaks, CA: SAGE.


Clark, P. G. (2011). The devil is in the details: The seven deadly sins of organizing and sustaining interprofessional education in the US. Journal of Interprofessional Care, 25,

Clark, P. G. (2011). Examining the interface between interprofessional practice and education: Lessons learned from Norway for promoting teamwork in the future. Journal of Interprofessional Care, 25, 26-32.


Clark, P. G., Blissmer, B. J., Greene, G. W., Lees, F. D., Riebe, D. A., & Stamm, K. E. (2011). Maintaining exercise and healthful eating in older adults: The SENIOR Project II: Study design and methodology. Contemporary Clinical Trials, 32, 129-139.


Clark, P. G., Burbank, P., Greene, G., Owens, N., & Riebe, D. (2011). What do we know about resilience in older adults? An exploration of some facts, factors, and facets. In B. Resnick, K. Roberto, & L. Gwyther (Eds.), Resilience in aging: Concepts, research, and outcomes (pp. 51-66). New York: Springer.


Clark, P. G. (2011). The narrative frame in discourse on aging: Understanding facts and values behind public policy. In G. Kenyon, E. Bohlmeijer, & W. Randall (Eds.), Storying later life: Issues, investigations, and interventions in narrative gerontology (pp. 84-97). New York: Oxford University Press.


Clark, P. G. (2009). Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care, 23, 213-223.


Clark, P. G., Cott, C., & Drinka, T. J. K. (2007). Theory and practice in interprofessional ethics: A framework for understanding ethical issues in health care teams. Journal of Interprofessional Care, 21, 591-603.


Clark, P. G. (2007). Understanding aging and disability perspectives on home care: Uncovering facts and values in public policy narratives and discourse. Canadian Journal on Aging, 26(Suppl.), 47-62.


Clark, P. G. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training. Journal of Interprofessional Care, 20, 577-589.


Clark, P. G., Rossi, J. S., Greaney, M. L., Greene, G., Riebe, D., Saunders, S., Lees, F., & Nigg, C. R. (2005). Intervening on exercise and nutrition in older adults: The Rhode Island SENIOR Project. Journal of Aging and Health, 17, 753-778.


Clark, P. G. (2004). Institutionalizing interdisciplinary programs in higher education: The implications of one story and two laws. Journal of Interprofessional Care, 18, 251-261.


Clark, P. G. (2002). Evaluating an interdisciplinary team training institute in geriatrics: Implications for teaching theory and practice. Educational Gerontology, 28, 511-528.


Clark, P. G. (2002). Values and voices in teaching gerontology and geriatrics: Case studies as stories. The Gerontologist, 42, 297-303.


Clark, P. G., Leinhaas, M., & Filinson, R. (2002). Developing and evaluating an interdisciplinary clinical geriatric team training program: Lessons taught and lessons learned. Educational Gerontology, 28, 491-510.


Clark, P. G., Nigg, C. R., Greene, G., Riebe, D., & Saunders, S. D. (2002). The study of exercise and nutrition in older Rhode Islanders (SENIOR): Translating theory into research. Health Education Research, 17, 101-112.


Clark, P. G., & Drinka, T. J. K. (2002). Exploring responsibility, accountability, and authority in geriatric team performance. In M. D. Mezey, C. K. Cassel, M. M. Bottrell, K. Hyer, J. L. Howe, & T. T. Fulmer (Eds.), Ethical patient care: A casebook for geriatric health care teams (pp. 208-229). Baltimore: Johns Hopkins University Press.


Clark, P. G. (2001). Narrative gerontology in clinical practice: Current applications and future prospects. In G. M. Kenyon, P. G. Clark, & B. de Vries (Eds.), Narrative gerontology: Theory research, and practice (pp. 193-214). New York: Springer.


Clark, P. G., & Susa, C. B. (2000). Promoting personal, familial, and organizational change through futures planning. In M. Janicki & E. Ansello (Eds.), Community supports for seniors with lifelong disabilities (pp. 121-136). Baltimore, MD: Brookes Publishing.


Drinka, T. J. K., & Clark, P. G. (2000). Health care teamwork: Interdisciplinary practice and teaching. Westport, CT: Auburn House/Greenwood.

URI Program in Gerontology
RI Geriatric Education Center